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Microsoft Word - ssstdh.docssstdh.pdf
Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, di...
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Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct election of senators, election reform). 4.▲ (A) examines the emergence of the United States in international affairs at the turn of the 20 th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
understands various <span class="highlight">systems</span> <span class="highlight">of</span> governments <span class="highlight">and</span> how nations <span class="highlight">and</span> <span class="highlight">international</span> organizations interact. High School Knowledge <span class="highlight">and</span>/or Application Indicators High School Instructional Suggestions The student: 1. (A) compares various governmental <span class="highlight">systems</span> with that <span class="highlight">of</span> the United States government in terms <span class="highlight">of</span> sovereignty, structure, function, decision-making processes, citizenship roles, <span class="highlight">and</span> political culture <span class="highlight">and</span> ideology (e.g., <span class="highlight">systems</span>: constitutional monarchy, parliamentary democracy, dictatorship
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=31
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers <span class="highlight">of</span> the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas <span class="highlight">of</span> William Jennings Bryan <span class="highlight">and</span> other populists (e.g., free coinage <span class="highlight">of</span> silver, government ownership <span class="highlight">of</span> railroads, graduated income tax, direct election <span class="highlight">of</span> senators, election reform). 4.▲ (A) examines the emergence <span class="highlight">of</span> the United States in <span class="highlight">international</span> affairs at the turn <span class="highlight">of</span> the 20 th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama
Microsoft Word - ssstd7.docssstd7.pdf
8/9/2005 Page 182 of 298 Economics Seventh Grade Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citiz...
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8/9/2005 Page 182 of 298 Economics Seventh Grade Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world. Benchmark 3: The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence
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http://www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016&forcedownload=true#page=8
www.ksde.org/LinkClick.aspx?fileticket=giNc9khF9Cs%3d&tabid=1715&mid=8016...
8/9/2005 Page 182 <span class="highlight">of</span> 298 Economics Seventh Grade Economics Standard: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> major economic concepts, issues, <span class="highlight">and</span> <span class="highlight">systems</span> applying decision-making skills as a consumer, producer, saver, investor, <span class="highlight">and</span> citizen <span class="highlight">of</span> Kansas <span class="highlight">and</span> the United States living in an interdependent world. Benchmark 3: The student analyzes how different incentives, economic <span class="highlight">systems</span> <span class="highlight">and</span> their institutions, <span class="highlight">and</span> local, national, <span class="highlight">and</span> <span class="highlight">international</span> interdependence
Microsoft Word - ssstd5.docssstd5.pdf
8/9/2005 Page 130 of 298 Civics-Government Fifth Grade Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United Stat...
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8/9/2005 Page 130 of 298 Civics-Government Fifth Grade Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy. Benchmark 1: The student
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=1
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
8/9/2005 Page 130 <span class="highlight">of</span> 298 Civics-Government Fifth Grade Civics-Government Standard: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> governmental <span class="highlight">systems</span> <span class="highlight">of</span> Kansas <span class="highlight">and</span> the United States <span class="highlight">and</span> other nations with an emphasis on the United States Constitution, the necessity for the rule <span class="highlight">of</span> law, the civic values <span class="highlight">of</span> the American people, <span class="highlight">and</span> the rights, privileges, <span class="highlight">and</span> responsibilities <span class="highlight">of</span> becoming active participants in our representative democracy. Benchmark 1: The student
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http://www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016&forcedownload=true#page=6
www.ksde.org/LinkClick.aspx?fileticket=8gYkr3rCics%3d&tabid=1715&mid=8016...
understands various <span class="highlight">systems</span> <span class="highlight">of</span> governments <span class="highlight">and</span> how nations <span class="highlight">and</span> <span class="highlight">international</span> organizations interact. Fifth Grade Knowledge <span class="highlight">and</span>/or Application Indicators Fifth Grade Instructional Suggestions This benchmark will be taught at another grade level. Teacher Notes:
Microsoft Word - ssstd1.docssstd1.pdf
understands various systems of governments and how nations and international organizations interact. First Grade Knowledge and/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) recognizes that people can make rule...
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understands various systems of governments and how nations and international organizations interact. First Grade Knowledge and/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) recognizes that people can make rules and leaders can enforce rules. • Develop a set of class rules for behavior in different settings: lunch, recess, library. Develop consequences and positive incentives for behavior. (1) Teacher Notes: 1. #0;� C5B2I4, C5B3I4
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http://www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=eUcCwSQxtXY%3d&tabid=1715&mid=8016...
understands various <span class="highlight">systems</span> <span class="highlight">of</span> governments <span class="highlight">and</span> how nations <span class="highlight">and</span> <span class="highlight">international</span> organizations interact. First Grade Knowledge <span class="highlight">and</span>/or Application Indicators First Grade Instructional Suggestions The student: 1.#0;�(K) recognizes that people can make rules <span class="highlight">and</span> leaders can enforce rules. • Develop a set <span class="highlight">of</span> class rules for behavior in different settings: lunch, recess, library. Develop consequences <span class="highlight">and</span> positive incentives for behavior. (1) Teacher Notes: 1. #0;� C5B2I4, C5B3I4
Microsoft Word - ssstdk.docssstdk.pdf
understands various systems of governments and how nations and international organizations interact. Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1.#0;�(K) identifies leaders at home and...
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understands various systems of governments and how nations and international organizations interact. Kindergarten Knowledge and/or Application Indicators Kindergarten Instructional Suggestions The student: 1.#0;�(K) identifies leaders at home and school (e.g., parents, guardians, teachers, principal). • Use a camera to take pictures, or collect pictures from print media to identify leaders. (1) Teacher Notes: 1. #0;� C5B2I4
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
understands various <span class="highlight">systems</span> <span class="highlight">of</span> governments <span class="highlight">and</span> how nations <span class="highlight">and</span> <span class="highlight">international</span> organizations interact. Kindergarten Knowledge <span class="highlight">and</span>/or Application Indicators Kindergarten Instructional Suggestions The student: 1.#0;�(K) identifies leaders at home <span class="highlight">and</span> school (e.g., parents, guardians, teachers, principal). • Use a camera to take pictures, or collect pictures from print media to identify leaders. (1) Teacher Notes: 1. #0;� C5B2I4
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http://www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016&forcedownload=true#page=8
www.ksde.org/LinkClick.aspx?fileticket=lXfksD50mHA%3d&tabid=1715&mid=8016...
8/9/2005 Page 38 <span class="highlight">of</span> 298 Economics Kindergarten Economics Standard: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> major economic concepts, issues, <span class="highlight">and</span> <span class="highlight">systems</span>, applying decision-making skills as a consumer, producer, saver, investor, <span class="highlight">and</span> citizen <span class="highlight">of</span> Kansas <span class="highlight">and</span> the United States living in an interdependent world. Benchmark 3: The student analyzes how different incentives, economic <span class="highlight">systems</span> <span class="highlight">and</span> their institutions, <span class="highlight">and</span> local, national, <span class="highlight">and</span> <span class="highlight">international</span> interdependence
Microsoft Word - ssstd2.docssstd2.pdf
understands various systems of governments and how nations and international organizations interact. Second Grade Knowledge and/or Application Indicators Second Grade Instructional Suggestions The student: 1.#0;�(A) demonstrates leadership in the cla...
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understands various systems of governments and how nations and international organizations interact. Second Grade Knowledge and/or Application Indicators Second Grade Instructional Suggestions The student: 1.#0;�(A) demonstrates leadership in the classroom. • Allow students to have opportunities for leadership throughout the academic year: cooperative group leader, line leader, library helper, class president. (1) Teacher Notes: 1. #0;� C5B2I4
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http://www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=8016&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=OnDXWCYun%2fc%3d&tabid=1715&mid=80...
understands various <span class="highlight">systems</span> <span class="highlight">of</span> governments <span class="highlight">and</span> how nations <span class="highlight">and</span> <span class="highlight">international</span> organizations interact. Second Grade Knowledge <span class="highlight">and</span>/or Application Indicators Second Grade Instructional Suggestions The student: 1.#0;�(A) demonstrates leadership in the classroom. • Allow students to have opportunities for leadership throughout the academic year: cooperative group leader, line leader, library helper, class president. (1) Teacher Notes: 1. #0;� C5B2I4
Microsoft Word - ssstd8.docssstd8.pdf
understands various systems of governments and how nations and international organizations interact. Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional Suggestions The student: 1. (A) examines government responses to internat...
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understands various systems of governments and how nations and international organizations interact. Eighth Grade Knowledge and/or Application Indicators Eighth Grade Instructional Suggestions The student: 1. (A) examines government responses to international affairs from an historical perspective (e.g., immigration, Spanish-American war,). • Take opposing viewpoints and discuss a foreign-related topic: Should the United States participate in foreign wars? Should we limit immigration? When is it
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http://www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016&forcedownload=true#page=5
www.ksde.org/LinkClick.aspx?fileticket=avScj55Mc18%3d&tabid=1715&mid=8016...
understands various <span class="highlight">systems</span> <span class="highlight">of</span> governments <span class="highlight">and</span> how nations <span class="highlight">and</span> <span class="highlight">international</span> organizations interact. Eighth Grade Knowledge <span class="highlight">and</span>/or Application Indicators Eighth Grade Instructional Suggestions The student: 1. (A) examines government responses to <span class="highlight">international</span> affairs from an historical perspective (e.g., immigration, Spanish-American war,). • Take opposing viewpoints <span class="highlight">and</span> discuss a foreign-related topic: Should the United States participate in foreign wars? Should we limit immigration? When is it
Microsoft Word - ssstd4.docssstd4.pdf
observations of the explorers who came to what was to become Kansas (e.g., Francisco Coronado, Meriwether Lewis and William Clark, Zebulon Pike, Stephen H. Long). 4. (K) describes how communication and transportation systems connect Kansas to other regions, past and...
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observations of the explorers who came to what was to become Kansas (e.g., Francisco Coronado, Meriwether Lewis and William Clark, Zebulon Pike, Stephen H. Long). 4. (K) describes how communication and transportation systems connect Kansas to other regions, past and present (e.g., trails, Pony Express, telegraph, steamboats, railroad lines, highway systems, air transportation, Internet). 5. (A) compares and contrasts the purposes of the Santa Fe and Oregon-California Trails (e.g., commercial vs. migration
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http://www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016...
observations <span class="highlight">of</span> the explorers who came to what was to become Kansas (e.g., Francisco Coronado, Meriwether Lewis <span class="highlight">and</span> William Clark, Zebulon Pike, Stephen H. Long). 4. (K) describes how communication <span class="highlight">and</span> transportation <span class="highlight">systems</span> connect Kansas to other regions, past <span class="highlight">and</span> present (e.g., trails, Pony Express, telegraph, steamboats, railroad lines, highway <span class="highlight">systems</span>, air transportation, Internet). 5. (A) compares <span class="highlight">and</span> contrasts the purposes <span class="highlight">of</span> the Santa Fe <span class="highlight">and</span> Oregon-California Trails (e.g., commercial vs. migration
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